Pre-service teachers' mathematics content knowledge: implications for how mathematics is taught in higher education

Tom Lowrie, Robyn Jorgensen

Research output: Contribution to journalArticle

6 Citations (Scopus)
5 Downloads (Pure)

Abstract

This investigation explored pre-service teachers'mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associatedwith (1) inquiry-based teaching; (2) howmathematics knowledge is acquired; and (3) the applicability of mathematics. These factors were used in subsequent multivariate analyses to determine whether teachers' mathematics competence influenced their personal mathematics viewpoints and perspectives. There was no difference between those students who had studied advanced and standard mathematics at school on the three belief and attitude measures, despite distinct differences in theirMCK. © The Author 2015. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved.
Original languageEnglish
Pages (from-to)202-215
Number of pages14
JournalTeaching Mathematics and Its Applications
Volume35
Issue number4
Early online date22 Jun 2015
DOIs
Publication statusPublished - Dec 2016

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Pre-service Teachers
Higher Education
mathematics
teacher
education
Exploratory Factor Analysis
Mathematics Education
Questionnaire
Teaching
Knowledge
factor analysis
Distinct
questionnaire
Beliefs

Cite this

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Pre-service teachers' mathematics content knowledge: implications for how mathematics is taught in higher education. / Lowrie, Tom; Jorgensen, Robyn.

In: Teaching Mathematics and Its Applications, Vol. 35, No. 4, 12.2016, p. 202-215.

Research output: Contribution to journalArticle

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